TBL联合“5E”教学模式在航空航天心血管生理模块教学中的应用——以“飞行员抗荷专项体能训练”课程为例

    Application of TBL combined with the “5E” teaching model in the aerospace cardiovascular physiology module: a case study of the “Special Physical Training for Pilot Anti-G” course

      摘要
    • 摘要:
      目的 探索以团队为基础的学习法（team-based learning，TBL）联合“5E”教学模式在航空航天医学心血管生理模块教学中的应用效果。
      方法 研究对象为空军军医大学2024年航空军医培训班学员45人和2019级八年制航空航天医学专业学员5人，共50人，以实践课“飞行员抗荷专项体能训练”为例。将学员随机分为对照组和试验组，每组25名，对照组学员采用传统教学模式，试验组学员采用基于TBL联合“5E”教学模式，通过动作质量评估、教学效果综合评价和教学满意度调查问卷等多种方式综合评价两组教学效果。
      结果 与对照组相比，试验组动作质量评估成绩显著改善（P<0.01）; 教学效果综合评价得分优于对照组（P<0.01）；课堂整体满意度（P<0.01）、学习积极性（P<0.01）、理论知识理解与掌握（P<0.05） 、动作技能掌握（P<0.01）、团队协作能力（P<0.01）及解决航卫保障实际问题（P<0.05）等方面均显著提升；理论考核和技能考核平均成绩亦显著提高（P<0.01）；同时部队调研结果显示，试验组自身参加抗荷体能训练率（P<0.05）、本单位飞行员参加基础体能训练率（P<0.05）均显著高于对照组。
      结论 将 TBL联合“5E”教学模式在航空航天医学心血管生理模块教学中的应用可显著提高教学效果和教学满意度，能够增强学员自主学习能力和实践能力，亦可为航空航天医学其他课程优化教学模式提供参考借鉴。

       

      Abstract:
      AIM  To explore the application and effectiveness of the TBL (Team-Based Learning) combined with the "5E" teaching model in aerospace cardiovascular physiology education.
      METHODS  The subjects of the study were 45 students from the 2024 Aviation Medical Training Class and 5 students from the 2019 Grade Eight-Year Program in Space and Aviation Medicine at the Air Force Medical University, totaling 50 individuals. The practical course "Special Physical Training for Pilot Anti-G" was used as an example. Participants were randomly divided into an experimental group and a control group, with 25 participants in each group. The control group received traditional teaching methods, while the experimental group was taught using the TBL combined with the "5E" teaching model. After the teaching intervention, the effectiveness of the two teaching approaches was compared through a multi-faceted evaluation including motion quality assessment, comprehensive teaching effectiveness evaluation, and teaching satisfaction survey.
      RESULTS  Compared with the control group, the motion quality assessment scores in the experimental group significantly improved (P<0.01). The comprehensive teaching effectiveness evaluation scores were superior to the control group (P<0.01). Significant improvements were observed in overall classroom satisfaction (P<0.01), motivation to learn (P<0.01), understanding and mastery of theoretical knowledge (P<0.05), action skill acquisition (P<0.01), team collaboration ability (P<0.01), and the ability to solve practical aerospace medical support problems (P<0.05). The average scores in theoretical and skill assessments were also significantly higher (P<0.01). Additionally, the survey results from military units indicated that the experimental group had significantly higher rates of participation in anti-G physical training (P<0.05) and basic physical training for pilots within their units (P<0.05) compared with the control group.
      CONCLUSION  The application of TBL combined with the “5E” teaching model in the aerospace cardiovascular physiology module significantly enhances teaching effectiveness and satisfaction. It also improves students’ self-learning and practical abilities and provides a reference for optimizing teaching models in other aerospace medicine courses.

       

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